The subject of teachers' education has a particular perspective in the pedagogical framework. Even more so, as far as the training of specialised teachers on didactic support for students with disabilities is concerned, since the legislative and training path in relation to this professional category has been the subject of numerous changes over the last decades. The present contribution intends to illustrate an examination of the most important evolutionary phases of the educational course for specialised teachers. The results of a research conducted on 93 specialised teachers in training are presented in relation to the motivational and identity aspects, that led them to the choice of undertaking this training and work path. The empirical evidences allow us to reaffirm the importance of the close correlation between past thinking and action patterns and what is in place in practice, capable of contaminating and influencing the teachers' operating methods, as well as their own beliefs in relation to such complex profession.